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Effective career guidance helps individuals to reach their potential, economies to become more efficient and societies to become fairer. It is critical to the smooth transitions of people as they make choices about education and training and to mobility and integration within the labour market.
Formal vocational education and training (VET) in Slovenia starts at upper secondary level and is provided mainly by public schools that are founded and financed by the State.
This new Cedefop CrowdLearn study undertakes a comparative analysis of skill development and workplace learning practices among two major types of online platform work: online freelancing and microwork.
Cross-border long-term mobility of apprentices (CBLTMA), i.e. lasting over six months, can be an excellent opportunity for companies and apprentices alike. However, it is still limited in practice in Europe.
Concise, clear and comprehensive snapshots of vocational education and training systems in EU, Iceland and Norway: this is what the Cedefop Spotlight on VET series offers.
The May 2021 issue of Skillset and match, Cedefop’s magazine promoting learning for work, is now available to read and download.
Cedefop’s work programme 2021 is characterised by continuity, innovation and flexibility. The main lines of action in the current programming period reflect the Agency’s work on VET, skills and qualifications. They fit the renewed policy context and support the Agency’s vision and strategy.
The Covid-19 pandemic is changing skill needs and reshaping jobs, while challenging our understanding and analysis of them.
The world of work is being impacted by a fourth industrial revolution, transformed by artificial intelligence and other emerging technologies. With forecasts suggesting large shares of workers, displaced by automation, in need of upskilling/reskilling, the design of active skills policies is necessary.
The world of work is being impacted by a fourth industrial revolution, transformed by artificial intelligence and other emerging technologies. With forecasts suggesting large shares of workers, displaced by automation, in need of upskilling/reskilling, the design of active skills policies is necessary.
The world of work is being impacted by a fourth industrial revolution, transformed by artificial intelligence and other emerging technologies. With forecasts suggesting large shares of workers, displaced by automation, in need of upskilling/reskilling, the design of active skills policies is necessary.
Megatrends such as automation, greening and population ageing, along with the coronavirus pandemic, are reshaping the European labour market. Providing a long-term perspective to changes in skills and jobs, skills forecasts can make a useful contribution to decisions by policy-makers, experts, and social partners.
This publication has been prepared by the interagency technical vocational education and training (TVET) group on skill mismatch in digitised labour markets, to support experts and policy-makers who wish to engage in discussion on the potential of web-based big data for skills policy.
Following the financial crisis and the ensuing economic downturn in the past decade, apprenticeship sparked renewed interest among policy-makers both in Brussels and the EU Member States.
This paper aims at contributing to the discussion about the need for EU-wide comparable statistics that capture precisely how many apprentices there are in a country in a particular year.
The Council recommendation on the European framework for quality and effective apprenticeships (EFQEA) invites Member States to ensure that their apprenticeships are responsive to labour market needs and provide benefits to employers and apprentices, by building on a well-defined set of criteria.
The current VET system in Portugal is the result of a 2007 large-scale reform, which reorganised VET into a single system (Sistema Nacional de Qualificações, SNQ).
This short description contributes to better understanding of vocational education and training (VET) in Portugal, by providing insight into its distinctive features and highlighting system developments and current challenges.
Work-based learning (WBL) has risen rapidly in the policy agenda over recent years in the European Union.
Supporting vocational education and training, skills and qualification policies from concept to implementation: Cedefop highlights 2020-21